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  1. Critical Theory, Social Critique and Knowledge.Emmanuel Renault - 2020 - Critical Horizons 21 (3):189-204.
    ABSTRACT While the first generation of the so-called Frankfurt School has promoted a strong interconnection between social critique and knowledge of the social world, contemporary critical theory seems to consider that epistemological issues don’t deserve anymore consideration. Is it really possible to elaborate a convincing theory of social critique without taking seriously the various links between social critique and knowledge? This article argues that the answer is no. In a first step, it recalls the ways in which the philosophical debate (...)
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  • Beyond curriculum: Groundwork for a non-instrumental theory of education.Deborah Osberg & Gert Biesta - 2021 - Educational Philosophy and Theory 53 (1):57-70.
    This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why, but can also be understood as a structural question, concerned with the way we understand education’s directional impetus. We suggest that it is possible to understand education as something other than a curricular instrument designed to facilitate a purpose external to itself. We challenge such an instrumental view by arguing that (...)
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  • Does" The Knowing" Alter" The Known"? On the Troublesome Relation of Facts and Ideas in a Deweyan Epistemology.Chris McCarthy - 1996 - Education and Culture 13 (1):4.
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  • Facts and Values in Pragmatism and Logical Empiricism: Addressing the Eclipse Narrative.Matthew Silk - 2018 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 49 (1):89-119.
    The story of the rise and fall of pragmatism is sometimes called the eclipse narrative. This paper addresses a specific version of this narrative that the logical empiricists arrived in North America in the 1930s and within 30 years had supplanted the pragmatists as the dominant philosophy there. Philosophers such as Alan Richardson and Cheryl Misak have challenged this view by emphasizing the similarities between these two movements. While both seem to admit that there is a distinction between the two (...)
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  • Willed Forgetfulness: The Arts, Education and the Case for Unlearning.John Baldacchino - 2012 - Studies in Philosophy and Education 32 (4):415-430.
    Established scholarship in arts education is invariably related to theories of development founded on notions of multiple intelligence and experiential learning. Yet when contemporary arts practice is retraced on a philosophical horizon, one begins to engage with other cases for learning. This state of affairs reveals art’s inherent paradox where the expectation of learning is substituted by forms of unlearning. This paper begins to approach unlearning through the tension between art and education, and more specifically through the dialectical relationship between (...)
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